学历 密歇根州立大学教育学博士 斯坦福大学教育学硕士 清华大学文学学士 工作经历 清华大学外文系准聘副教授 2021年12月至今 清华大学外文系助理教授 2018年12月 – 2021年12月 清华大学终身教育处副处长（挂职） 2020年5月- 2021年4月 讲授课程 本科生：写作与思辨、综合论文训练 研究生：教学理论与教学法 参加或主持的项目 主持2021年度清华大学本科生教改项目 电子写作档案袋在英语学术写作中的评价方式及成效：以外文系英语专业基础课《写作与思辨》为例 (ZY01_01) 主持2021年度北京市教育科学“十四五”规划青年基金《同步在线课堂以即时评论为中介的教学交互机制研究》(BHCA211) 参与2021年度教育部基础学科拔尖学生培养计划2.0 研究重点课题《基于学习者因素的拔尖学生外语能力与国际化能力研究》，主持人吴霞，（20211008） 2020年度教育部人文社会科学研究青年基金项目 “基于慕课学习平台的探究社区模型重构及分析应用研究” 20YJC880126 8万元，在研，主持 清华大学在线教育办公室重点课题 “信息化教育教学改革的实践与研究” ，在研，参加 美国密歇根远程教学研究所，试析密歇根中小学在线学习的影响因素 ——基于优化的探索社区理论模型的探讨，2016-2017，2000美元，已结题，主持 Dr. Delia Koo Global Faculty Endowment，美国大学生中文学习动机与策略，2014-2015，2700美元，已结题，参与 美国密歇根州立大学教育学院，在线语言课程成功因素探究，2013-2015，25000美元，已结题，参与 美国密歇根州立大学教育学院，中国大学生英语学习中的生态链条与教育技术运用，2013，5000美元，已结题，主持 学术服务 期刊客座编辑 Fronters in Psychology Education Sciences 期刊匿名评审人 Language Teaching Research Frontiers in Psychology Computers & Education System Journal of Computer Assisted Learning Education and Information Technologies Educational Psychology Studies in Educational Evaluation Reading and Writing Current Issues in Personality Psychology

外语学习者个性差异研究、在线外语教学研究、外语教学中的数据挖掘和学习分析技术应用研究

英文期刊 Zhang, Y. & Sun, R. (In press). LMOOC research 2014 to 2021: What have we done and where are we going next? ReCall(SSCI). Zhang, Y. & Dong, L. (2022). A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students’ proximal and distal writing enjoyment and anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.938346(SSCI) Zhang, Y. &Chieh, Y. (2022). An observation protocol for scaffolding community of inquiry and its exemplary practices in Language MOOCs. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-20.https://doi.org/10.4018/IJCALLT.306652 (ESCI) Liu, M. & Zhang, Y. (2022). Relations among and predictive effects of Chinese learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International & Intercultural Communication (ESCI). https://doi.org/10.1080/17513057.2022.2086993 Zhang, Y.& Lin, C.-H. (2021). Effects of community of inquiry, learning presence, and mentor presence on k-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523 (SSCI) Zheng, B. &Zhang, Y. (2020). Self-regulated learning: The effect on medical students’ learning outcomes in a flipped-classroom environment. BMC Medical Education, 20(1), no.100. https://doi.org/10.1186/s12909-020-02023-6 (SSCI) Zhang, Y.& Lin, C.-H. (2020). Motivational profiles, learning satisfaction, and perceived learning outcomes for K-12 virtual school students: A person-centered study. British Journal of Educational Technology. (SSCI)https://doi.org/10.1111/bjet.12871 Zhang, Y.&Lin, C.-H. (2020). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education, 29(1), 57-71. (SSCI) https://doi.org/10.1080/1475939X.2019.1694061. Lin, C.-H., Bae, J., &Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development,67(2),317-336. doi: 10.1007/s11423-018-9614-x (SSCI, 2017 impact factor 1.728) Choi, Y., Zhang, D., Lin, C.-H., &Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language.Asian EFL Journal, 20, 54-82. Lin, C.-H., Zhang, Y., &Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85.doi:10.1016/j.compedu.2017.05.014 (SSCI, 2016 impact factor 3.819). Zhang, D., Lin, C.-H., Zhang, Y., & Choi, Y. (2017). Pinyin or no pinyin: Does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? The Language Learning Journal.doi:10.1080/09571736.2017.1289237 (ESCI). Zhang, Y., Lin, C.-H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87, 57-74.doi: 10.1111/bjep.12135 (SSCI, 2016 impact factor 2.403). Lin, C.-H., Zheng, B., &Zhang, Y. (2017). Interactions and learning outcomes in online language courses.British Journal of Educational Technology, 48, 730-748.doi: 10.1111/bjet.12457 (SSCI, 2016 impact factor 2.410). Lin, C.-H., & Zhang, Y. (2014).MOOCs and Chinese language education.Journal of Technology and Chinese Language Teaching, 5(2), 49-65. (ESCI). 英文专著章节 Zhang, Y. (2021).The effects of expectancy and task values on Chinese doctoral students’ anxiety about using English for academic oral communication. In Z. Lu, M. Liu, & W. Zhang (Eds.), Teaching and researching Chinese EFL/ESL learners in higher education (pp. 150-168). Routledge. Zhang, Y., Liu, H., & Lin, C.-H. (2018). Research on class size in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 273-283). Pittsburgh, PA: ETC Press. Zhang, Y., & Deroo, M. (2017). Technology instruction in language teacher education programs. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 1-22). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0483-2.ch001 中文期刊与专著章节 林金锡&张亦凝. (出版中). 慕课对对外汉语教学的启示。收录于赵金铭总主编、郑艳群主编《汉语作为第二语言教学的教学技术研究》，商务印书馆。 林金锡&张亦凝. (2015). 慕课对对外汉语教学的启示。《国际汉语教育》, 44(1), 131-143. 编著会议论文集 Guo, Q., Zhang, Y., & Yan, Y. (Eds.) (2020). International & interdisciplinary: New trends and perspectives in English language teaching at tertiary level. The Hong Kong Polytechnic University.